Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme...
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Transcript of Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme...
![Page 1: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/1.jpg)
Portfolio Learning – The Good, The Bad and The Ugly!
Phil Rayner GP Trainer and Lead Programme
Director – Nottingham GP StP
![Page 2: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/2.jpg)
Objectives of this Session
• Share experiences of working with trainee portfolios
• Review the theory behind portfolios• Use examples to identify why some learners
struggle• Identify how we as PDs/ TPDs can support
portfolio learning?• If time practice our own reflective writing skills
![Page 3: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/3.jpg)
For example
• GP trainees have an e-portfolio• Contributes to evidence for WPBA• 3rd component of MRCGP• Comprises – PDP, Shared Learning log,
Asessments, PSQ, MSF, Procedures Log, Supervisor reports, Educators notes.
• Demonstrates – curriculum coverage, competency attainment.
![Page 4: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/4.jpg)
But why have a portfolio at all?
• Record of learning?• Tool for assessment?• Promotes reflection?• Improves learning efficiency?• Promotes ‘deeper’ learning?• Learner led?
![Page 5: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/5.jpg)
Reflection
‘A Tick Box Exercise or Learning for All?’– Macaulay & Winyard BMJ 17/11/12
Part of GMC core guidance in GM PracticeWe are all required to ‘reflect regularly on our standards of medical practice’
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So what’s the theory behind reflection?
• In essence-
• Thinking leads to Emotion leads to Action!
![Page 7: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/7.jpg)
John Dewey (1933)
• ‘Active, Persistent and careful consideration of any belief’
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David Boud (1985)
• ‘Exploring Experience to lead to new Understanding & Appreciation’
![Page 9: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/9.jpg)
Stephen Kremmis (1985)
• ‘Active process, …from experiences, …relates to theory or previous learning and leads to an action plan’
![Page 10: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/10.jpg)
Chris Johns (1995)
• ‘Personal process, … assessment understanding and learning from experiences, … leads to change for the individual and new learning.’
![Page 11: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/11.jpg)
Donald Schon (1987)
• Described ‘Professionals working in the swampy lowlands’.
• Outlined ‘reflection in action’ & ‘reflection on action’
![Page 12: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/12.jpg)
Jack Mezirow (1981)
• ‘Ultimately the outcome of reflection is Learning’
• It broadens knowledge• It develops skills• It changes attitudes
But only if done well?!
![Page 13: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/13.jpg)
Examples of GP trainee learning log entries
The Good, The Bad and The Ugly?
What do you think about them?How would you help this trainee?How do we promote learning from a log entry?
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The ISCE model
• Information Provided• Self Awareness• Critical Analysis• Evidence of Learning
From Atkins & Murphy
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There's also Kolb (1984)
![Page 16: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/16.jpg)
Or Gibbs (1988)
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Practising reflection
• Reflective writing exercises?• Superficial reflectors – how do we help them?• Attitudinal barriers- how do we break them
down?• Activity!
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Suggestions?
• Clear objectives of the reflective process• Teach learners how to reflect (use a critical
reflection checklist?)• Make it easy to record• Discuss reflections with someone (but are they
trained to do this?)• Make reflective practice and debriefing central
to clinical activities• ‘Informal’ case discussion can also count!
![Page 19: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/19.jpg)
Consider 1 of these pictures – what do you see, how does it make you feel, how could you relate it to your practice?
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For proper reflection you need
• Open-mindedness• A commitment to self-enquiry• Motivation• A readiness to change practice
Richardson & Maltby (1995)
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‘Critical’ Reflection
• Linking past present and future experience• Integrating the cognitive and emotional
experience• Considering the experience from multiple
perspectives• Re framing the experience• Stating the lessons learnt• Planning for future learning or behaviour
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Summary
• Shared experiences of working with trainee portfolios
• Reviewed the theory behind portfolios• Used examples to identify why some learners
struggle• Discussed how we as PDs/ TPDs can support
portfolio learning.• Practised our own reflective writing skills
![Page 23: Portfolio Learning – The Good, The Bad and The Ugly! Phil Rayner GP Trainer and Lead Programme Director – Nottingham GP StP.](https://reader036.fdocuments.net/reader036/viewer/2022062305/56649cdc5503460f949a7794/html5/thumbnails/23.jpg)
Questions?